Abstract
This study aims to provide guidance on how to help students master ABAC construction better, in terms of syntactic features, semantic features, as well as pedagogical methods. Based on the literature review, we analyzed the internal structure of ABAC construction. We selected 38 examples of ABAC construction applicable to teaching Chinese as a second language combined with the textbook Chinese Roadmap used in junior high school classes in Hong Kong. These sentences were analyzed both syntactically and semantically to identify the commonalities of the ABAC constructions syntactic and semantic features, and investigated the patterns to obtain a systematic understanding of its characteristics. By integrating the characteristics of ABAC construction, we proposed teaching suggestions for teaching Chinese as a second language, including syntactic features, semantic rules, and teaching methods, hoping to deepen the learners systematic comprehension of ABAC construction and to provide a valuable reference for teaching Chinese construction as a second language.
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